Effects of language-enriched phonological awareness instruction on phonological awareness, oral language proficiency and, and word reading of Chinese English-as-a second-language kindergarteners

The current research aims to examine the effects of language-enriched phonological awareness instruction on L2 phonological awareness, oral language proficiency and word reading skills of Hong Kong Chinese ESL kindergartners. Little research attention has been given to instruction for testing the role of phonological awareness for ESL children. The instructional programme, integrated phonological awareness and language learning, was implemented by the class teachers. Seventy-six Hong Kong kindergarteners participated and were assigned to the instructional (N = 38) and comparison groups (N = 38). English word reading, oral language and phonological awareness measures were administered. Findings indicate that the instructional programme as compared to the comparison groups was more effective in promoting PA, expressive vocabulary and reading in English.